Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1887-05-11
EDUCATIONAL.
c. d. LID EDITOR.

Many persons are unable o make the
best use of the dictionary. Some have
great difficulty in finding a given word.
1t when found. This shows neglect on the
part of their teachers: The hints which
follow may be of value: 1. Cali the at
tention of pupils to the order of the
letters composing the alphabet and give
practice in opening the dictionary at the
right letter.
2. Open to a given letter and teach
the order in which any words selected for
that purpose may be found. -
3. Have pupils hunt up many words
which occur IN their lessons, and encour-
age them to do it quickly.
4. Study the key to pronunciation,
and give thorough drills ON the sounds Of
the letters, teaching the meaning of the
dia-critical marks at the same time.
In the e:rly works on learning to read.
Jacotot's doctrine that. The pupil must
learn something thoroughly and refer
everything to that is eminently impor-
tant.
To know even q very few words per-
fectly. SO as to recognize them instantly.
and instantly to think the thought they
represent, is to have gained great power
toward the acquisition of the art of read
ing. To be able to recognize many words
slowly with difficulty, without tho ught
OF their meaning. is TO have acquired
= bad habit. which may last a lifetime, to
possess acknowledge and a great draw
hack in acquiring more. Variety of plan
is indispensable to the securing of thor
ough results. The best teachers ''beg Dor
row, stear plans to delight the little folks
rvitI, q drill u1Niah rn0n ~ - , 49, IA ~o~Anp
exceedingly tiresome. Even If a whole
suggestion cannot be obtained, a half
hint, an eighth, or q sixteenth is eagerly
seized by the wide-awakc teacher, who
supplies the other half. or seven-eighths
with better results than if the whole were
borrowed.
Here are a few plans which have re
ceived thorough testing in the school
room:
l. The words NAV be printed upon
separate cards. By holding up the word
a moment, and then calling for it after
it has been removed. the children are
tested on their ability to recognize the
word at sight. know Of no other meth
cd which aids this point so materially.
Be careful to :observe the following
cautions, however. The printing on the
card must be so coarse and distinct tina,
it can be read without straining the eye.
sight. The card must be held still, OF
the effect is similar to reading in a rail.
way Car. ...,. 49,
2. The teacher may print or write rap
idly on the board directions which the
children read silently and obey.
The elephant who is being taught to
read by having his orders march, "stop'
ect., printed on a board before him, is
likely TO have his intelligence appealed to
far more than the children who are laugh,
to name words without thought, and call
it reading. . = /. .
An ingenious teacher will enlarge this
pian-will thus carry on lively converse
tons. with the children, telling them stories
, Or giving them object lessons-all upon
The black Loald-without q spoken word
on her part. This plan secures intelligent
reading, as we'll IS a lively interest. ~.
8. Words nearly alike may be placed
side by side. and their differences pointed
out. They may then be printed rapidly
upon the board, children raising hands
when the word before agreed upon appear.
A word may be distinguished from 1T
frauds, " in the same way as Watcl
from wadch, Wetch, watch, etc.
4. Printing q word from memory Is {
good test Of a child's knowledge Of IL
doubt if a word is FEVER perfectly known
if the child is unable to reproduce i
correctly spelled. u
If teachers would insist upon thorough
ness in this respect at the very outset
observation would be highly cultivated
and the problem of spelling nearly solved
r. .EsaE